The Russell School Mathematics Policy September 2007
The Russell School Mathematics Policy
The Importance of Mathematics
“The special power of mathematics lies in its capacity not just to describe
and explain but also to predict – to suggest possible answers to problems. It
is not taught because it is useful but it should also be a source of delight
and wonder.” (National Curriculum Working Group) As a school we want to
enable children to see that mathematics provides a way of viewing and
making sense of the world. It can be used to analyse and communicate ideas
and information effectively and to tackle a range of practical tasks and real
life problems.
Aims
Our aims in teaching mathematics are that children will:
 Enjoy the subject and study it with a sense of achievement.
 Achieve a high standard of numeracy and gain a secure foundation
knowledge, skills and concepts.
 Use and apply these skills with confidence and understanding in real
life problems and within mathematics itself.
 Develop persistence through sustained work over a period of time.
 Develop an ability to think logically and to use mathematical language
with confidence and understanding.
 Have an appreciation of mathematical pattern and relationships.
 Have a positive attitude towards mathematics as an interesting and
creative subject.
The Mathematics Curriculum
The Russell School follows the National Curriculum for mathematics.
The National Numeracy Strategy is used as a whole school‟s scheme of work
to inform the teachers‟ planning for children‟s lessons. In the junior classes
the planning is informed by Unit plans published by the National Numeracy
Strategy. The National Curriculum builds on the Foundation Stage which
uses the Early Learning Goals for Nursery and Reception pupils.
The teaching materials that are used are from a range of published
schemes supplemented by a variety of books and photocopible resources in
the infant and junior areas of the school. Class teachers also have teaching
materials for specific age groups in their classroom.
The Russell School Mathematics Policy September 2007
Organisation of Teaching and Learning
Teachers use the National Numeracy Strategy framework to plan
their mathematics lessons. The Strategy is organized into half-termly blocks
across the academic year. Additional areas of mathematics are also planned
for, including interactive maths displays, mental arithmetic, calculators,
games, I.C.T, weekly investigations and homework activities. Teachers
complete daily lesson plans every week.
The children are involved in a daily mathematics lesson consisting of
five parts: mental and oral starter, re-engage the children by revising what
was learnt in the previous lesson, the main activity, re-engerise and the
plenary. New facts, skills and strategies are introduced and there are
opportunities for consolidation, reinforcement and enrichment. Children are
expected to use and develop mental methods of computation before written
methods are introduced. Pupils have access to a variety of mathematical
equipment in the classroom, including individual maths packs that are specific
to each year group. Teachers can find shared resources in the infant and
junior areas of the school.
The teacher‟ classroom organisation allows for individual work, whole-
class teaching and group activities. For the main activity of each lesson
children work in ability groups and teachers ensure there are opportunities
for varied groupwork so that children can work in pairs, friendship groups
and mixed-ability groups. Reinforcement of learning and interest is
encouraged through homework activities, I.C.T and interactive displays.
Learning Support and Equal Opportunities
All children need to have access to the National Curriculum.
Mathematical tasks are differentiated into three different groups and
teachers include this information on their daily lesson plans. Teachers plan
the use of classroom assistants carefully and communicate their objectives
clearly to support individuals and groups during their classwork. Able
mathematicians are identified and expected to develop their mathematical
thinking through extension activities such as problem-solving, investigative
work and the use of I.C.T. homework from Year 3 is matched to individual
children‟s abilities. Teachers ensure that the less-able child is given the
opportunity to develop the mathematical thinking by working at an
appropriate level and addressing individual needs through pupils‟ targets and
Individual Educational Plans (I.E.P‟s).
The Russell School Mathematics Policy September 2007
Assessment and Record-Keeping
Teachers seek to praise and encourage the children verbally at all
times and are aware of progression in relation to a child‟s capability.
Recorded activities are marked in accordance with the school‟s Marking and
Responding Policy.
Teachers assess children‟s progress regularly, noting outcomes from
the National Numeracy framework‟s key objectives every week and at the
end of every half-termly block of teaching. Formative assessment is ongoing
and comprises listening to and observing children during their lessons and
analyzing their work. Teachers make predictions for individual children‟s
abilities compared to national standards and produce class and termly pupil
targets to support their attainment. Summative assessment takes the form
of sampling children‟s work every term in their Gold Books upon which a
target is set. Nursery and Unit children‟s attainment is observed and
recorded using the school‟s own system (Nursery) and the Steps system
(Unit). Nursery and Reception children undergo Baseline Assessment using
PIP‟s and ASPECT‟s. Children‟s abilities in Year 2 to 6 are tested against
national standards in line with the National Curriculum. Children in Year 3 to
5 also carry out an NFER test.
Links between Home and School
Parental involvement is positively encouraged and parents are kept
informed of their children‟s mathematics curriculum through the „Curriculum
Information Sheet‟ which is published for each year group every half term.
Parents are given the opportunity to meet their child‟s class teacher at the
beginning of each academic year at the „Meet the Teacher‟ evening where
upon they are given additional support through our „Parental Maths Help‟
booklet. The school operates an „open door‟ policy to parents, so should any
concerns arise, parents can speak to teachers without delay. Some parents
are invited to take part in additional I.E.P. meetings to make and review
mathematics targets.
Mathematics homework is set from Reception to Year 6. This takes
the form of weekly games and activities to reinforce mathematics learning in
Reception to Year 2, weekly mental arithmetic tasks in Year 3 to 6.
Special events, such as Curriculum Evenings are organized to keep
parents informed of significant changes to the mathematics curriculum.
Mathematics Weeks and Mathematic Days focus on the subject and are
aimed at developing the children‟s interest and motivation. Prospective
parents have the opportunity to see classes involved in mathematical work
The Russell School Mathematics Policy September 2007
during Open Days. Current parents have an additional invitation to view their
children‟s work during an open morning during the summer term.
Organising the Curriculum
The mathematics policy is devised in consultation with the whole staff
and prepared by the Mathematics Development Team. The teachers
responsible for organizing, monitoring and reviewing the curriculum are:
Fiona Flockhart, Emma Coles, Louise Greengrass and Nikki Greenfield. The
Team also takes responsibility for the ordering and organization of
resources and arranges appropriate training and INSET for teachers, in
consultation with the INSET coordinator and the Headteacher.
The Russell School Mathematics Policy September 2007